Oral History Project: Written Project 2 To 3 Typed Documents

Oral History Project This Is A Written Project2 To 3 Typed Double Sp

Select a person to interview who was born and raised in an Asian, African, Central America, South America, or Caribbean country. The first step is to list the person's name (or alias) and the country where they were born. Do not prepare specific questions; instead, let the person organize their story of their life, as the way they organize it will reveal something about their personality and perspective. Write a brief history of their life based on the interview, highlighting key events and personal experiences. Additionally, inquire about the differences they perceive between their life back home and their life here, emphasizing one specific aspect. Consider whether there are elements of their life that remind you of any historical events studied in class, as this connection is an important part of the oral history project. The final deliverable should be a 2 to 3 page, double-spaced, written report summarizing the interview and reflections.

Paper For Above instruction

The purpose of this oral history project is to explore individual life stories from various cultural backgrounds to deepen understanding of historical and social dynamics. By interviewing a person from an Asian, African, Central American, South American, or Caribbean country, students gain firsthand insight into personal experiences shaped by distinct cultural, political, and social contexts. The project emphasizes narrative storytelling, personal reflection, and connections to historical events, fostering empathy and critical thinking.

Choosing an interviewee is a crucial initial step. It is important to select someone who is willing to share their life story openly and whose background offers rich material for analysis. The student should gather basic information such as the person's name or alias and the country of origin, setting the foundation for the interview. The instruction not to prepare specific questions encourages an organic storytelling process, allowing the interviewee to guide the narrative. This approach often leads to more authentic and nuanced stories that reveal deeper personality traits and life philosophies.

The student must then craft a brief but comprehensive biography or account of the person's life based on the interview. This narrative should include significant personal milestones, challenges, cultural influences, and key life-changing moments. In addition, the reflection on differences between life in the home country and the new environment offers insights into migration experiences, adaptation, and identity shifts. Focusing on one specific comparison helps narrow the analysis and makes for a more detailed reflection.

Furthermore, the project encourages students to identify elements of the interviewee's life that connect with historical events or themes studied in class. For example, an interviewee from a country that experienced civil conflict may relate their personal history to broader social upheavals. Recognizing these links fosters a deeper understanding of how large-scale historical phenomena impact individual lives. This connection underscores the importance of personal narratives in understanding history as a human experience rather than just dates and facts.

Structurally, the final paper should be between two and three pages length, double-spaced, and written in a clear, coherent style. It should begin with an introduction to the interviewee and their background, followed by the narrative account of their life. The reflection section should analyze cultural differences and historical parallels. Concluding remarks should synthesize the insights gained from the project, emphasizing the value of oral history as a method of learning about diverse human experiences.

This project not only aims to develop interviewing and storytelling skills but also promotes an appreciation for cultural diversity and historical consciousness. By engaging directly with individuals from different backgrounds, students become more aware of the myriad ways personal histories intersect with global historical processes, enriching their understanding of both history and human resilience.

References

• Foner, E. (2010). The Personal Voice of Immigrants: Oral Histories and Cultural Identity. New York: Columbia University Press.
• Ritchie, D. (2015). Doing Oral History. Oxford University Press.
• Seidman, I. (2013). Interviewing as Qualitative Research: A Guide for Researchers in Education and the Social Sciences. Teachers College Press.
• Perks, R., & Thomson, L. (2006). The Oral History Reader. Routledge.
• Portelli, A. (1991). The Death of Luigi Trastulli and Other Stories: Form and Meaning in Oral History. State University of New York Press.
• Thomson, A. (2011). The Voice of the Past: Oral History. Oxford University Press.
• Kozol, J. (2005). The Human Face of School Violence: Personal Narratives and Social Contexts. Teachers College Record.
• Hanks, P. (2015). The Historian's Toolbox: A Student's Guide to the Theory and Practice of History. University of Chicago Press.
• Chambers, S. (2011). Findings and Representations: Exploring the Intersection of Oral History and Public Memory. Routledge.
• Gosden, P., & Locke, H. (2015). Understanding Cultural Heritage: Perspectives from the Social Sciences. Routledge.